AnnLa Tomatina, La Noche de los Rábanos, Los Voladores Azteca, Las Posadas, La Rosca de Reyes, Quinceañera, Nochevieja en España, Xochimilco, Castellers, Día de San Antonio (blessing of the animals), el origen de la piñata
Can someone please explain the difference between recaudar fondos and juntar fondos? Or is there any difference? They are both given as vocabulary words in the same chapter so it seems like there would be a difference.
In WordReference (dot...See MoreIn educated discourse, "recaudar fondos" is used. In informal speech, "juntar fondos" can be used, at least in Mexican informal discourse, where I have heard it. Also, in Mexican informal speech, one hears "juntar dinero", meaning that the person is saving up money to do or pay something.
In WordReference (dot) com, the Collins Spanish dictionary lists "juntar dinero" with the meaning of 'to save up money' and with the meaning 'to raise funds'. Then, it gives the example: "Estoy juntando dinero para comprarme una bicicleta = 'I'm saving up money to buy a bike'. I know in everyday Mexican speech, people talk like this.
On 12/06/15, Allison wrote: > Can someone please explain the difference between > recaudar fondos and juntar fondos? Or is there any > difference? They are both given as vocabulary words in > the same chapter so it seems like there would be a > difference.
On 12/07/15, Daniel Hanson wrote: > In educated discourse, "recaudar fondos" is used. In informal > speech, "juntar fondos" can be used, at least in Mexican > informal discourse, where I have heard it. Also, in Mexican > informal speech, one hears "juntar dinero", meaning that the > person is saving up money to do or pay something. > > In WordReference (dot) com, the Collins Spanish dictionary > lists "juntar dinero" with the meaning of 'to save up money' > and with the meaning 'to raise funds'. Then, it gives the > example: "Estoy juntando dinero para comprarme una bicicleta > = 'I'm saving up money to buy a bike'. I know in everyday > Mexican speech, people talk like this. > > On 12/06/15, Allison wrote: >> Can someone please explain the difference between >> recaudar fondos and juntar fondos? Or is there any >> difference? They are both given as vocabulary words in >> the same chapter so it seems like there would be a >> difference.
We don't have a class for native speakers at my school so I am looking to produce some curriculum to give to my native and heritage speakers that I could use concurrently with my other Spanish 4 students, Specifically short stories. Does anyone have suggestions for reading materials? Gracias,
We are a small high school that will be implementing the AP Spanish Language and Culture course next year but we are also revamping our grades 8-12 curriculum to better prepare our students for the AP Spanish course. We have been using an outdated textbook series that we believe will not best prepare our students for AP, so we are requesting your input and expertise as to what text series you believe works best to prepare your students for AP Spanish. We are seeking a new textbook series that has a realistic pace, and a more fluid and rigorous scope and sequence to set our students up for success in Spanish I, II, III, and AP. We would like to find a series that allows us to move through the material so the students are ready to take AP in their 4th year. RIght now we split the level 1 book over two years. It's just not practical to get the kids to AP like this. We believe that the best curriculum advice comes from teachers who are already using the materials, so that’s why we’re turning to you. If you could, please send me your thoughts on what textbook series you recommend for Spanish I, II, and III, and any advice for textbooks or ancillaries at the AP level. If there is a seemless series that goes from Spanish 1 through AP, please let me know. Many thanks in advance!
On 11/20/15, Vivasueno wrote: > Hola a todos, > > We are a small high school that will be implementing the > AP Spanish Language and Culture course next year but we > are also revamping our grades 8-12 curriculum to better > prepare our students for the AP Spanish course. We have > been using an outdated textbook series that we believe > will not best prepare our students for AP, so we are > requesting your input and expertise as to what text > series you believe works best to prepare your students > for AP Spanish. We are seeking a new textbook series > that has a realistic pace, and a more fluid and rigorous > scope and sequence to set our students up for success in > Spanish I, II, III, and AP. We would like to find a > series that allows us to move through the material so the > students are ready to take AP in their 4th year. RIght > now we split the level 1 book over two years. It's just > not practical to get the kids to AP like this. We believe > that the best curriculum advice comes from teachers who > are already using the materials, so that’s why we’re > turning to you. If you could, please send me your > thoughts on what textbook series you recommend for > Spanish I, II, and III, and any advice for textbooks or > ancillaries at the AP level. If there is a seemless > series that goes from Spanish 1 through AP, please let me > know. Many thanks in advance!
I wish I had some Spanish 1 textbooks. My county has not purchased Spanish textbooks since 2005. That means 20+ groups have used the books. They are in tatters and very few remain. Count yourself lucky whatever you have.
Can anyone offer suggestions as to what you do to stop your students from submitting work done by online translators? In class I can ensure that they use paper dictionaries, but that's where it stops. This problem is getting worse by the day at my school and I am starting to feel a bit powerless.
Monica On 11/19/15, Sara wrote: > Can you share the video link, please, Monica? > > On 11/13/15, Monica :D wrote: >> I have saved a short movie that proves why online >> translators don't work unless you have some command of >> the language. It's funny and when the students watch it, >> they realize how ridiculous it sound...See MoreOn 11/19/15, Sara wrote: > Can you share the video link, please, Monica? > > On 11/13/15, Monica :D wrote: >> I have saved a short movie that proves why online >> translators don't work unless you have some command of >> the language. It's funny and when the students watch it, >> they realize how ridiculous it sounds if they use an >> online translator on any work they turn in for a grade. >> >> The script of the short movie was written in one >> language, then translated into another, then another and >> then back to the first language, using an online >> translator. >> >> I tell them their papers are exactly like this movie: the >> words make sense, the grammar makes sense, but together, >> they make absolutely no sense because of how the online >> translator (incapable of AI) translates. >> >> If you put the Persian sentence: "I fell and I hurt >> myself" into > an >> online translator, it will give it to you in English as >> "I ate the ground and my father came out"!!! >> >> I don't have any problems with students using online >> translators any more! :) >> >> >> >> On 11/12/15, Ann wrote: >>> It's always so obvious when they do it, right? I tell >>> them that I can always tell when they've done it, so >>> make sure they don't because they will not earn credit. >>> Sorry you're having such a hard time with this; the >>> internet is great for soem things, but for others it can >>> be a nightmare!
On 11/19/15, Sara wrote: > Can you share the video link, please, Monica? > > On 11/13/15, Monica :D wrote: >> I have saved a short movie that proves why online >> translators don't work unless you have some command of >> the language. It's funny and when the students watch it, >> they realize how ridiculous it sounds if they use an >> online translator on any work they turn in for a grade. >> >> The script of the short movie was written in one >> language, then translated into another, then another and >> then back to the first language, using an online >> translator. >> >> I tell them their papers are exactly like this movie: the >> words make sense, the grammar makes sense, but together, >> they make absolutely no sense because of how the online >> translator (incapable of AI) translates. >> >> If you put the Persian sentence: "I fell and I hurt >> myself" into > an >> online translator, it will give it to you in English as >> "I ate the ground and my father came out"!!! >> >> I don't have any problems with students using online >> translators any more! :) >> >> >> >> On 11/12/15, Ann wrote: >>> It's always so obvious when they do it, right? I tell >>> them that I can always tell when they've done it, so >>> make sure they don't because they will not earn credit. >>> Sorry you're having such a hard time with this; the >>> internet is great for soem things, but for others it can >>> be a nightmare!
On 11/20/15, Daniel Hanson wrote: > I haven't recorded with Audacity. I've only edited MP3s with > it. Sorry. > > Our district is a Microsoft district. So, we have tablets > (Students have Panasonic E3 and teachers have Surface Pro 2s > or Surface 3s) and use OneNote regularly. Students can record > themselves (audio or do a video) in their OneNote and the > teacher can go into their notebook and watch it or listen to > the clip. > > On 11/17/15, Shakira Knot :) wrote: >> Hi fellow language educators, >> I have not been on this site for quite sometime and I don't >> know if this question has been posted before so I would >> appreciate any input. Does anyone use this for recording >> students as a verbal assessment/ assignment? I have >> students prepare to do interviews with me or verbal >> presenttions in class however with 30+ it takes a while ( >> actually a long time ) to get everyone assessed while >> continuing with the curriculum. Gone are the days of taping >> on cassettes :) Is this or is there another option? >> >> Thanks
On 11/18/15, Sra. R wrote: > Google voice! It connects to your g mail account, the > students call in (google will assign you a phone number) > and they leave a message. You have to have the students > start out by introducing themselves so you know who they > are, and you can edit the notes on it to write their name > down. When a parent comes in you can search files by > name, so you can specifically search for "Johnny Smith" and > play his recordings for his parents. > I send them home with a permission slip for the parent to > sign off on and I have them include the student's phone > number, that way if someone ever misuses it, you have the > phone number on file. > > If you are a club adviser, you can also give out your fake > google phone number to students to call you in an > emergency, because you can also connect it to your cell > phone, and they won't get your real phone number. > > On 11/17/15, Shakira Knot :) wrote: >> Hi fellow language educators, >> I have not been on this site for quite sometime and I > don't >> know if this question has been posted before so I would >> appreciate any input. Does anyone use this for recording >> students as a verbal assessment/ assignment? I have >> students prepare to do interviews with me or verbal >> presenttions in class however with 30+ it takes a while ( >> actually a long time ) to get everyone assessed while >> continuing with the curriculum. Gone are the days of > taping >> on cassettes :) Is this or is there another option? >> >> Thanks
It is budget time at my district and I was wondering if anyone would be willing to share ideas, classroom materials, teaching materials, games, etc. that they've bought/acquired over the years that they'd recommend, aside from the traditional pens and paper, of ocurse. Thank you in advance for your ideas!
On 11/18/15, Sra. R wrote: > It is budget time at my district and I was wondering if > anyone would be willing to share ideas, classroom > materials, teaching materials, games, etc. that they've > bought/acquired over the years that they'd recommend, > aside from the traditional pens and paper, of ocurse. > Thank you in advance for your ideas!
On 11/17/15, Gabrielle wrote: > On 11/17/15, Allison wrote: >> I have a question about this sentence: >> I felt horrible. >> Would you use the preterit or imperfect and why? > > It depends on what your intentions are. Preterite is for > past action. Imperfect is for past description.: > > At that moment I began to feel horrible (an action > occurred, the action of feeling horrible): Me senti > horrible. Possible scenario: This guy walked up to me and > yelled "you're a $&37;#& &&^&37;$@ and even your mother hates > you!" Al oir esto, me senti horrible. > > This is how I was feeling (this describes the situation): > Me sentia horrible. > Scenario: it was a rainy, cold day. I had a terrible cold, > but I didn't have any sick leave left; so I had to go to > work. Me sentia horrible. Pero me levante y me fui para el > trabajo.
Normally in English when we say we "felt horrible", it usually is in response or an reaction to something. In this case the preterite is used.
When we say, "I was feeling horrible until you brightened my day", there the imperfect would be used because it is describing an ongoing, background situation and then something interrupted that.
On 11/17/15, Allison wrote: > I have a question about this sentence: > I felt horrible. > Would you use the preterit or imperfect and why?